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This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The study was conducted using the meta-analysis method. In the present study, a total of 40 studies that were carried out between 2010 and 2020 and met the inclusion criteria were subjected to meta-analysis. In the present study, the values of the effect size and combined effect size of each study included in the meta-analysis were calculated using Comprehensive Meta-Analysis (CMA) software. The sample of the study consists of 3474 participants. The results of the study revealed that the studies were usually conducted at the university stage with a medium sample size, and published as articles. It was also revealed that most of the studies were carried out in the field of sciences and social sciences. Considering the intervention durations, it was observed that the studies were particularly carried out within a period between 1 and 4 weeks (37.8%). According to the results of the analysis, the average effect size was calculated as 0.523. Considering the results, it can be stated that CSCL has a positive and moderate effect on academic achievement. Also, the results of the moderator analysis revealed that the effect of CSCL on academic achievement did not change by the learning stage, domain subject, and the sample size but it changed by the intervention duration.

This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of qua...

The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.

The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success.